Young people often feel disengaged from the political process and powerless to bring about change. However, history shows us that successful movements have often had youth at the forefront, leading the charge for social justice. In this lesson, students will examine historical and current examples of various movements and protests driven by youth, in the hope that young people will begin to develop political identities themselves.

In this lesson, students explore the 1912 presidential election and how its outcome had far reaching social, economic, and political consequences for the nation. Discussion questions are provided. In an associated activity, students will role play as one of the candidates and present how they are the most capable of advancing progressive ideas in the United States.

This is an a unit about the Progressive Era of the late 19th century and early 20th century.  An emphasis on the captains of industry versus robber barrons argument.  It also includes the urbanizationa and immigration of this time period.  The unit includes and overview of the day to day plan plus digital links to:  articles from the period, reflective articles, primary source documents, secondary documents, digital review games, and on line assessments.

In this activity, students are guided through a close reading of The Journal of Sean Sullivan: A Transcontinental Railroad Worker, a fictional book for young readers based on historical sources. Students will read a short excerpt from the beginning of the book and determine the meaning of key words. Working in groups, students will then read excerpts related to one of the following themes: working conditions of railroad builders; tension between immigrant groups; corruption of the railroad companies; conflict with Great Plains Indian tribes; and boomtowns. They will also complete an individual writing task on their theme. Finally, students will consider the positive and negative effects of the railroad on the country as a whole, as well as on specific groups of Americans.

In this extensive, PDF unit focused on the Red Scare, Palmer raids, and civil liberties, the lessons will root the events of 1919-1920 in the disruptions generated by the First World War. The rise of Soviet Russia after 1917, as well as the wave of labor strikes that reverberated across the United States following the Armistice, serve as an entry point for this unit’s analysis of attacks on civil liberties during this period. Students will examine the American state’s suppression of dissent in the name of domestic security. It introduces students to the popular discourse that framed social critics like Emma Goldman as dangerous agitators. It also discusses legislation (such as the Sedition Act of 1918) and statements by American government officials (A. Mitchell Palmer’s “The Case Against the Reds”) that justified the arrest and deportation of individuals whom the United States deemed “undesirable.” Red Scare! encourages students to analyze and debate the often tenuous nature of constitutionally-protected freedoms in times of civil distress.

In this activity students explore how Progressive Era reforms did not apply universally, but rather varied depending on issues like race and class. Students watch the 30-minute filmHeaven Will Protect the Working Girland read an article that explains tensions among immigrants and African Americans in the Progressive Era.

Explore the growth of steel in the United States, using Pittsburgh as a case study.

GeoInquiries are designed to be fast and easy-to-use instructional resources that incorporate advanced web mapping technology. Each 15-minute activity in a collection is intended to be presented by the instructor from a single computer/projector classroom arrangement. No installation, fees, or logins are necessary to use these materials and software.

Here is one of the strategies that we ought to be using in history and social studies classes because it lets us take advantage of a tool that students probably already possess ... namely, the story maps they've been using in English and Language Arts and Literature for years and years. When looking at stories and novels, students are often asked to focus on the "elements" of story: setting, characters, plot, and theme, among others. When we look at historical events, we're interested in the same things: where and when did the event take place? who was involved? what was the problem or goal that set events in motion? what were the key events? how was it resolved? and, for theme, so what? what's the universal truth, the reason this matters?

In 1870, the United States was primarily an agricultural nation. Most Americans made a living from farming. Flash forward fifty years and the United States underwent a major transformation as more Americans left farming in search of industrial jobs in cities.With the discovery and usage of raw materials, creation of new inventions, and expansion of big business; the Industrial Revolution transformed the American economy and the lives of millions of Americans.

During the end of the 1800s, society had changed dramatically as a result of the Industrial Revolution. Cities had grown and the demographics of the American population had become increasingly diverse. Although the economic gains were substantial, this came at a significant social cost. The nation began to struggle with issues of unemployment, dangerous working conditions, and political corruption. Although private citizens had long been making attempts to reform these issues, many began to feel that an increased role of government would be necessary to effectively address the nation’s problems.

Even though the 1920s were “roaring” in many respects, from an economic standpoint it became clear that serious problems threatened the nation’s economy. Important industries were in trouble and overproduction plagued the agricultural sector. As the decade came to a close, the slipping economy would soon crash, thus ending a decade of innovation, cultural advances, and individual prosperity.

This is an interactive atlas of US Presidential Elections, broken down to county level. All elections from 1789-present are included. It also covers some recent Congressional Districts. For close elections some interesting "What If?" data is included.

In this video and article, students will be exposed to and understand the context and purpose of Nannie H. Burrough's article "Black Women and Reform" and how its language was utilized in fighting for suffrage for the African-American woman. The article may be found on page 31 at http://library.brown.edu/pdfs/128895937640750.pdf

In this lesson, students characterize the depictions of two female vice presidential candidates in editorial cartoons. Students will situate these characterizations within the parameters of news and editorial coverage of the candidates as well as those of stereotype, caricature and symbol. In light of their learning, students will critique cartoonists’ decisions for both efficacy and ethics.